Digital Storytelling as a Teaching-Learning Tool: Experiences of the Humanities and Social Sciences Students of Auton Academy

Abstract

This action research explored the experiences of the Humanities and Social Sciences (HUMSS) Students of Auton Academy in understanding disciplines and ideas in the Social Sciences with digital storytelling as a teaching-learning tool. Digital storytelling focuses on a specific theme or topic incorporating a distinct perspective that combines the art of telling stories and the use of a mixture of digital media. Digital stories are typically between two and ten minutes in length and saved in a digital format (Robin, 2016). To explore the possibility of using digital storytelling as a teaching-learning tool in senior high school Social Science subjects, a qualitative research design and an exploratory action research approach using three data collection techniques: survey questionnaire, reflective questions based on the 5R Framework Model, and observation were employed. A class under the Humanities and Social Sciences Strand taking the Disciplines and Ideas in the Social Sciences (DISS) subject was purposively selected. Findings were categorized into themes based on the generated codes to make sense of the participants’ collective meanings and experiences shared. The findings of this action research suggested that digital storytelling is an entrancing instructional tool that provides senior high school students with meaningful learning experiences beyond their usual classroom curriculum. By incorporating the 5R Framework Model, digital storytelling becomes a valuable tool for Social Studies teachers to identify challenges and assess learning through reflections. The outcome of this project can influence educators to consider the integration of digital storytelling to transform classrooms, engaging students emotionally and intellectually. Additional factors within this context can be explored in future studies.